David  Spence  Mill 


Significant 


Problems  of  Education 


[Reprinted  from  School  and  Society,  Vol.  IV.,  No. 
84,  Pages  197-203,  August  5,  1916] 


SIGNIFICANT  PROBLEMS  OF  EDUCA- 
TION IN  NEW  ORLEANS1 

I.  EDUCATION  THE  ETERNAL  QUESTION 

One  benefit  of  the  Public  School  Alliance 
is  that  as  citizens,  rather  than  as  school 
officials  or  persons  representing  any  one 
interest,  we  are  encouraged  to  discuss 
candidly  and  openly  many  vital,  questions 
— the  eternal  question  being  the  problem  of 
human  education.  The  building  of  levees 
and  sewers,  the  improvement  of  streets,  the 
systematic  advertisement  of  our  advantages 
for  trade  and  manufacturing  and  that  ab- 
sorbing, periodical  activity,  the  election  of 
a governor  or  legislators — all  these  are 
matters  necessarily  in  the  attention  of  good 
citizens.  But  this  fact  can  not  be  refuted : 
We  shall  never  have  the  best  levees,  the  best 
obtainable  public  improvements,  adequate 
trade  and  manufacturing  or  the  highest 
type  of  officials  in  Louisiana  until  we  are 
more  successful  than  we  have  been  in  solv- 
ing the  problem  of  education.  Education 
is  that  organized  effort  we  are  making  by 
means  of  the  public  school  to  change  boys 
and  girls  into  efficient  men  and  women — 
citizens  who  are  able  to  support  themselves 
by  intelligent  work,  healthy  citizens  who 
are  law  abiding  and  moral,  citizens  who 
desire  as  individuals  to  make  a contribu- 
tion to  the  sum  total  of  human  happiness 
and  who  are  able  individually  to  appre- 

i An  address  before  the  Public  School  Alliance, 
November  6,  1916. 


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ciate  some  of  the  good  things  of  life — the 
beautiful,  the  good,  the  true.  To  develop 
this  type  of  citizen  is  the  fundamental  prob- 
lem of  education.  The  public  schools  of 
America  are  struggling  with  it  as  it  affects 
twenty  millions  of  children;  we  in  New 
Orleans  are  charged  with  this  most  difficult 
of  human  tasks  as  it  affects  forty  thousand 
boys  and  girls  to-day  and  untold  multitudes 
of  children  of  to-morrow,  for  our  two-score 
thousands  now  living  are  but  a handful  in 
comparison  with  those  yet  to  he  born. 

II.  ALL  CITIZENS  SHOULD  KNOW  THE  SCHOOLS 

The  public  schools  belong  to  the  people. 
They  should  represent  the  best  aspirations 
and  unselfish  efforts  of  the  citizens  of  a 
democracy.  The  public  schools  should  not 
he  dominated  by  any  political  clique,  sec- 
tarian influence  or  individual  interest. 
School  boards  and  officials  and  teachers 
hear  a heavy  and  not  always  appreciated 
burden  of  responsibility.  But  the  schools 
do  not  belong  to  boards,  officials  or  teach- 
ers ; they  belong  to  all  of  the  people. 

The  perpetuity  in  peace  of  civilization, 
the  conquest  of  disease,  freedom  from 
superstition,  the  development  of  invention, 
industry  and  agriculture — all  these  depend 
upon  the  type  of  education  we  maintain. 
This  movement  of  the  Public  School  Alli- 
ance to  foster  intelligent  discussion  of  the 
questions  of  public  education  and  to  inter- 
est actively  a more  numerous  body  of  our 
strongest  citizens  in  affairs  of  the  public 
school,  is  a significant  step.  It  is  not 
enough  for  the  same  small  group  of  enthu- 
siasts to  meet  month  after  month  in  this 
Alliance.  The  great  human  problem  at 
hand  is  worthy  of  the  thought  of  every 


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3 


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man  and  woman  of  our  city.  It  seems  that 
we  are  able  frequently  to  secure  concerted 
action  in  behalf  of  every  issue  except  the 
schools.  Political  meetings,  at  best  of 
ephemeral  interest,  carnivals,  balls,  prize 
fights,  races,  commercial  congresses,  each 
have  their  crowds.  It  is  perhaps  the  fault 
of  educators  that  the  whole  splendid  energy 
of  our  people  has  not  been  directed  more 
persistently  into  activities  as  prompt  and 
whole-hearted,  for  the  schools.  The  major- 
ity of  our  ablest  men  and  women  should 
give  vigilance,  cooperation  and  support  in 
behalf  of  our  public  schools  in  which  we 
have  invested  millions  of  dollars  and  at 
present  invest  the  lives  of  hundreds  of 
teachers  and  two-score  thousand  of  chil- 
dren. We  have  too  freely  turned  over  to 
officials,  to  school  employees  and  to  teach- 
ers, and  perhaps  also  to  a few  self-appointed 
reformers,  the  burden  of  this  greatest  hu- 
man undertaking  in  its  manifold  phases. 

in.  TRAINED  EDUCATORS  ARE  IN  DEMAND 

The  fundamental  educational  problem, 
amid  the  intricacies  of  a public-school  sys- 
tem comprising  nearly  a hundred  schools, 
is  to  secure  the  services  of  trained,  honest 
officials,  teachers  and  employees.  Espe- 
cially is  specific  training  in  education  to  be 
demanded  of  principals,  supervisors  and 
superintendents  of  to-morrow.  In  a dozen 
American  cities  to-day  there  is  confusion, 
waste  and  failure  to  serve  the  best  interests 
of  the  children,  largely  because  of  the  in- 
competency of  past  captains  of  education. 

There  are  principles  and  arts  known  and 
best  practised  respectively  by  surgeons  and 
engineers,  and  to-day  special  and  pro- 


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longed  training  in  professional  courses  de- 
signed for  surgeons  or  for  engineers  is 
being  exacted  of  the  practitioner  and  of  the 
engineers.  Until  recently  we  have  felt  that 
to  be  an  educational  practitioner,  dealing 
with  the  questions  of’  a school  system,  re- 
quired little  professional  training.  Pop- 
ularity, perhaps  mere  common  sense,  even 
political  or  personal  influence  without  indi- 
vidual ability — these  have  been  the  sole 
criteria  of  persons  in  charge  of  American 
educational  institutions,  time  and  again. 
Communities  and  alumni  of  to-day,  how- 
ever, are  not  easily  deceived  and  leaders 
are  sought  who  combine  executive  qualities 
with  technical  knowledge  in  pedagogy 
equivalent  to  the  equipment  of  the  skilled 
surgeon  or  of  the  skilled  engineer  in  their 
own  fields.  The  number  of  such  educators 
is  multiplying  with  the  establishment  of 
schools  of  education  in  the  best  universities 
of  the  country — greatly  to  the  discomfiture 
of  the  pedagogues  whose  chief  asset  for 
preferment  in  public  or  private  education 
is  sheer  wire-pulling  ability  and  the  sup- 
port of  cliques  and  factions,  whether  polit- 
ical or  social.  The  vigilance  and  action  of 
the  public  mind  can  see  to  it  that,  more  and 
more,  our  schools  should  be  entrusted  only 
to  men  and  women  of  the  best  obtainable 
type  of  professional  preparation,  as  well  as 
personal  fitness.  Back  of  the  quick,  simple 
movements  of  the  surgeon’s  art,  are  vast 
sciences  such  as  physiology,  bacteriology, 
chemistry.  In  the  background  of  the  edu- 
cator who  solves  the  educational  problem 
for  increasing  thousands,  there  must  be 
familiarity  with  education  as  a science.  A 
long,  vague  experience  within  the  school- 
room is  no  substitute  for  special,  profes- 


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sional  training  of  educators.  Schoolroom 
and  experience  alone  may  distort  narrow, 
rather  than  rectify  and  broaden  our  view 
of'  the  world  in  relation  to  the  school. 

IV.  EDUCATION  AS  A SCIENCE 

A reference  to  the  meaning  and  sub- 
divisions of  pedagogy  as  a science  will 
therefore  prepare  us  better  to  recognize, 
classify  and  to  seek  solutions  of  our  local 
educational  problems.  It  is  well  to  observe 
that  by  science  we  mean  any  large  body  of 
facts  systematized,  based  upon  careful  ob- 
servation or  experiment.  There  are  recog- 
nized many  such  bodies  of  facts  about  edu- 
cation, which  facts  constitute  educational 
science.  For  example,  there  are  the  History 
of  Education,  School  Hygiene,  Educational 
Psychology. 

In  the  History  of  Education  are  available 
the  record  of  the  pioneers  in  education, 
their  devices,  failures  and  successes  in  deal- 
ing with  the  persistent  questions  of  the  de- 
velopment of  childhood  and  youth.  Scholars 
have  laid  before  us  the  record  of  primitive 
peoples,  of  China,  Greece,  Rome,  the 
Middle  Ages,  the  Renaissance,  the  Reforma- 
tion, the  Naturalistic,  Disciplinary,  Psycho- 
logical and  Sociological  Movements  in  edu- 
cation. Resplendent  here  are  the  names  of 
famous  men  who  anticipated  and  exploded 
centuries  ago  some  of  the  “new”  inven- 
tions for  the  school  now  exploited  among 
us — men  such  as  Aristotle,  Plato,  Socrates, 
Hillel,  Comenius,  Rousseau,  Pestalozzi, 
Froebel,  Vittorino,  Locke  and  Mann.  Fool- 
ish is  the  modern  educational  reformer 
who  does  not  profit  by  the  experience  of 
other  men  thus  made  accessible. 


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School  Hygiene  as  a department  of  edu- 
cational science  fills  volumes  of  carefully 
written  books.  It  means  far  more  than 
diluted  lessons  on  physiology,  or  admoni- 
tions about  fresh  air  and  the  common  drink- 
ing cup.  With  regard  to  the  conservation 
of  the  health  and  the  promotion  of  success- 
ful, happy  work  of  pupils  and  teachers, 
school  hygiene  by  careful  experimentation 
has  worked  out  a hundred  details  of  school 
practise.  For  example:  Location  and  con- 
struction of  buildings,  details  about  eye- 
saving illumination,  appraisement  of  the 
various  systems  of  heating  and  of  ventila- 
tion, specifications  of  school  desks  and 
furniture  that  do  not  favor  spinal  distor- 
tions, and  the  right  kind  of  playgrounds, 
the  best  systems  of  medical  inspection  to 
prevent  the  spread  of  disease  and  to  detect 
remediable  physical  defects,  provisions  for 
the  blind,  the  deaf,  the  crippled,  the  speech 
defective. 

Educational  Psychology  garners  for  prac- 
tical use  the  known  facts  about  instinct, 
habit,  memory,  attention,  the  learning  proc- 
esses, fatigue  and  other  aspects  of  the  hu- 
man mind.  Psychology  is  no  longer  bare 
metaphysics  or  phrenology  or  superstition. 
An  enlarging  body  of  facts  gathered  by 
honest  observation  and  experiment  is  being 
gradually  applied  to  the  improvement  of 
courses  of  study,  methods  of  instruction, 
regulation  of  hours  and  the  control  of  habit 
formation. 

It  can  be  understood  that  a teacher  will 
have  a different  attitude  who  approaches 
his  or  her  tasks,  not  only  with  a knowledge 
of  his  subject,  be  it  arithmetic,  algebra, 
drawing,  Latin  or  manual  training,  but  also 


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with  a background  of  knowledge  of  the 
educational  sciences  we  have  illustrated. 
That  teacher  will  not  resent  every  effort  at 
change,  that  teacher  will  be  more  interested 
in  the  child,  the  pupil,  than  in  the  text-book 
or  grade  work. 

V.  NO  CURE-ALL  IN  EDUCATION 

Having  in  mind  all  of  this  background 
of  world  experience  in  education  and  scien- 
tific method  of  attack  upon  educational 
problems,  we  find  there  are  no  ready-made 
formulas,  recipes  or  remedies  for  educa- 
tional troubles.  Each  problem  is  a situa- 
tion that  requires  trained  leadership  on  the 
one  hand  and  the  support  of  an  awakening 
public  on  the  other.  There  is  a distinction 
between  the  province  of  the  citizen  and  mem- 
ber of  this  Alliance  who  has  a right  to  in- 
form himself  and  to  demand  results  of 
teachers  and  officials,  and  the  province  of 
the  trained  educator  whose  business  it  is 
to  know  the  problem  and  to  work  out  the 
details  of  school  practise.  When  there  is 
secured  in  New  Orleans  a complete  under- 
standing of  the  professional  nature  of  effi- 
cient school  work,  we  shall  then  find  a large 
group  of  problems  challenging  cooperation 
and  knowledge  and  action  upon  the  part 
both  of  school  officials  and  of  citizens. 

VI.  GRATIFYING  PROGRESS — SHOALS  AHEAD 

It  is  indisputable  that  in  many  directions 
our  public  schools  have  exhibited  growth 
and  improvement  during  the  past  five 
years.  It  is  a delusion,  however,  for  any 
one  to  believe  that  the  present  situation  is 
not  full  of  dangers  that  to  be  avoided  de- 
mand rare  skill,  patience  and  devotion  to 


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the  cause  of  the  children.  If  in  the  pre- 
ceding lines  we  have  outlined  the  field  of 
educational  science,  then  the  following 
typical  problems  or  questions  indicate  the 
wide  scope  of  the  art  of  education.  The 
administrator  or  teacher  who  must  meet 
these  problems  needs  all  available  science, 
courage,  practical  experience,  tact  and  hu- 
man sympathy.  Let  us  enumerate  nine  of 
these  problems  that  are  vital  to  the  future 
of  New  Orleans’  schools.  This  short  list, 
it  is  hoped,  will  be  fruitful  in  suggesting  to 
the  Alliance  and  to  the  public,  important, 
live  topics  as  themes  for  study  and  bene- 
ficial discussion  as  between  school  men  and 
citizens  dneply  interested  in  education. 
This  list  of  typical  problems  confronts  a 
school  board  and  superintendent  already 
overburdened  with  a multitude  of  school 
affairs.  The  number  of  the  problems  in- 
creases beyond  the  knowledge  of  the  aver- 
age citizen  or  teacher.  A consideration  of 
such  typical  problems  may  enlist  in  the 
public  better  understanding  and  coopera- 
tion with  the  school  officials  and  teachers. 
It  should  be  especially  profitable  to  the  per- 
son who  with  little  professional  prepara- 
tion nevertheless  is  prone  to  present  per- 
sistently his  or  her  one  aim  as  the  greatest 
panacea  for  the  ills  of  the  school  system. 

VII.  NINE  TYPICAL  EDUCATIONAL  PROBLEMS 
IN  NEW  ORLEANS 

1.  Finance. — How  under  existing  laws, 
or  laws  yet  to  be  formulated,  may  our 
schools  be  supplied  with  funds  in  order  to 
meet,  without  expensive  loans,  the  neces- 
sary demands  for  buildings,  equipment, 
maintenance,  supervision  and  the  adequate 
pay  of  teachers? 


9 


2.  Election  of  School  Boards. — The  new 
law  makes  it  possible  to  secure  a non-parti- 
san school  board.  The  provisions  of  the 
new  law  teem  both  with  splendid  possibil- 
ities and  with  grave  dangers.  Practi- 
cally any  man  securing  a hundred  proper 
signatures  may  become  a candidate  before 
the  people  for  the  new  school  board.  The 
problem  is,  how  may  citizens  be  aroused  in 
all  the  future  to  the  selection  of  a high-class 
group  of  men,  representing  in  themselves 
chiefly  character,  education  and  business 
ability  and  themselves  deeply  loyal  to  the 
public  schools? 

3.  Organization  of  School  Administra- 
tion.— Future  boards  may  have  in  their 
power  the  reorganization  of  the  adminis- 
tration of  the  work  of  school  officials.  The 
affairs  of  medical  inspection,  compulsory 
attendance,  research,  bookkeeping  and  ac- 
counting, the  purchase  and  delivery  of  sup- 
plies— each  requires  different,  responsible 
directors.  How  can  all  of  this  work,  at 
bottom  related,  be  done  with  best  results? 
To  have  different  departments  and  divi- 
sions reporting  directly  to  the  board,  or  de- 
partments to  committees  of  the  board,  or 
departments  answerable  to  the  superin- 
tendent as  representative  of  the  board  and 
in  the  minds  of  the  people  the  responsible 
head  of  the  school  system  ? 

4.  Organization  of  System  of  Instruction. 
— In  comparison  with  the  deficient  system 
in  New  Orleans  of  ten  years  ago,  we  are 
now  maintaining  a splendid  school  system 
comprising  kindergartens,  eight  elementary 
grades,  night  schools,  certain  special  classes, 
the  Nicholls  Industrial  School,  three  high 
schools  and  a jhormal  school.  But  the 
lowest  grades  of  the  elementary  schools  are 


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crowded  with  little  pupils,  while  the  eighth 
grade  contains  an  appallingly  small  number 
of  pupils.  Boys  especially  are  leaving  the 
schools.  In  the  high  schools  there  are  scores 
of  classes  or  divisions  that  report  in  each 
only  from  six  to  twenty-five  students. 
Other  high-school  classes  report  more  than 
a hundred  students.  How  can  we  reorgan- 
ize equitably  our  whole  system  of  instruc- 
tion in  order  to  give  a more  equitable  divi- 
sion of  work  and  more  care  to  the  young 
children  whose  years  are  the  prime  of  op- 
portunity? Shall  we  or  shall  we  not  have 
junior  high  schools?  Shall  we  or  shall  we 
not  drop  the  eighth  grade,  as  Kansas  City 
did  years  ago?  How  can  the  superintend- 
ents be  aided  in  the  practical  question  of 
relocating  teachers  if  such  radical  steps  or 
reorganization  be  undertaken  in  order  to 
lessen  the  unbalanced  condition  observed 
throughout  the  system? 

5.  Repeaters. — More  than  four  thousand 
school  children  doing  again  the  work  of 
certain  grades  are  a problem  now  giving 
grave  concern  to  the  superintendent,  the 
principals  and  teachers.  Hundreds  of  these 
children  are  doing  the  work  of  a grade 
for  the  second  or  third  time,  some  for  the 
fourth.  How  can  these  numbers  of  chil- 
dren being  trained  to  the  habit  of  failure 
be  diminished?  How  can  work  hours  and 
methods  be  modified  to  lessen  the  evil  and 
yet  to  maintain  the  strength  of  our  courses 
of  study? 

6.  Elimination. — Hundreds  of  white  boys 
and  girls  drop  out  of  school  at  fourteen 
years  of  age  and  not  all  of  them  drop  out 
through  economic  necessity.  If  the  negroes 
dropping  out  of  school  were  forced  to  at- 
tend, there  are  not  school  houses  sufficient 


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to  accommodate  them.  Elimination  from 
school  is  an  evil  in  our  midst,  related  to 
idleness,  vice  and  child  labor.  The  best  of 
schools  can  not  succeed  unless  first  the 
children  are  there.  The  stay-in-school  cam- 
paign last  year  engineered  by  Superintend- 
ent Gwinn  had  favorable  influence  upon 
school  attendance.  In  addition  to  our  pres- 
ent efforts  to  use  moral  suasion  and  to  en- 
force the  compulsory  attendance  law,  how 
can  the  home,  the  school,  and  officers  of  the 
law  further  cooperate  in  lessening  the  evil 
of  elimination? 

7.  Vocational  Education. — Preliminary 
training  of  boys  and  young  men  toward  the 
mechanical  trades  is  a point  of  long-con- 
tinued omission  in  New  Orleans.  A survey 
of  industries  and  occupations  has  been 
made  and  deduced  therefrom,  there  is  a 
working  plan  for  the  entire  Delgado  Cen- 
tral Trades  School  for  Boys.  The  working 
plan  covers  details  of  administrative  con- 
trol, organization  of  courses,  requirements 
of  structures  and  shops  and  equipment  and 
of  location.  The  money  is  available  for  the 
establishment  of  the  Delgado  School,  but 
not  for  the  maintenance.  A problem  is, 
how  can  this  crying  need  be  met?  Are 
there  any  expenditures  which  might  be 
shifted  to  the  maintenance  of  the  Delgado 
School?  Is  there  any  good  method  of 
finance  by  which  the  money  can  be  ob- 
tained? There  is  no  class  of  persons  more 
neglected  in  this  city  than  the  hundreds  of 
young  boys  who  leave  the  schools  early  and 
must  learn  to  work  for  their  living. 

8.  Provisions  for  Exceptional  Children. 
— The  superintendent  of  schools  has  re- 
peatedly called  attention  to  the  need  of 


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provision  in  this  community  for  certain 
types  of  exceptional  children.  The  Alli- 
ance several  years  ago  published  a report 
to  the  same  end,  and  the  writer  has  con- 
ducted researches  upon  groups  and  indi- 
viduals that  point  vividly  to  this  need.  An 
influential  member  of  the  school  board  has 
often  spoken  to  the  writer  of  the  great  need 
for  provision  for  the  exceptional  child  in 
the  school  and  laments  the  lack  of  funds 
that  makes  special  provision  difficult  at  this 
time.  There  are  several  score  of  positively 
feeble-minded  children  in  our  schools ; 
they  do  not  progress,  they  hinder  other 
children  and  are  a burden  to  teachers.  Fre- 
quently such  children  are  brought  for 
study  by  distracted  parents  to  the  psycho- 
logical clinic  of  the  public  schools.  In  our 
psychological  clinic,  our  one  class  for  back- 
ward children,  our  school  for  the  deaf  and 
in  the  Waifs’  Home,  we  have  made  only^a 
bare  beginning  in  protecting,  training  and 
segregating  children  who,  for  their  own 
sake  and  for  the  community’s,  need  special 
protection.  Plans  suggesting  suitable  or- 
ganization of  classes  and  schools  in  con- 
structive cooperation  with  existing  agencies 
have  been  drawn.  How  can  money,  inter- 
est and  trained  workers  for  this  neglected 
undertaking  in  Louisiana  be  obtained? 

9.  How  Can  Educational  Research  be 
made  effective ? — Exhaustive  efforts  have 
been  made  to  ascertain  the  truth  about 
many  of  our  problems.  The  present  school 
board  has  become  favorably  known  over 
the  country  for  its  support  of  educational 
research.  Eecently  many  published  reports 
in  New  Orleans  have  been  made,  such  as 
follow:  (1)  Concerning  industries  and 


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mechanical  occupations;  (2)  vocations  and 
night-school  work;  (3)  statistical  measures 
of  thirty  thousand  children  which  show 
relative  progress  of  over-age  and  at-age 
groups  and  repeaters  in  each  grade  of 
every  public  school;  (4)  delinquent  boys 
and  ameliorative  measures;  (5)  the  status 
and  causes  of  elimination;  and  (6)  many 
reports  on  individual  eases  of  exceptional 
children.  Two  special  educational  prob- 
lems now  are,  first,  to  secure  thoughtful 
consideration  by  citizens  of  the  facts  ascer- 
tained and,  second,  to  secure  vigorous 
action  where  the  facts  of  the  reports  war- 
rant change.  Otherwise,  we  shall  revert  to 
the  primitive  method  of  substituting  prej- 
udice for  truth,  opinions  for  measurements 
— a practise  recognized  as  dangerous  in 
every  practical  art  other  than  education. 

VIII.  OPEN-MINDEDNESS,  NOT  BLIND  PARTISAN- 
SHIP, TO  SOLVE  EDUCATIONAL  PROBLEMS 

Fair  consideration  of  groups  of  such 
problems  as  these  in  their  relative  propor- 
tions is  better  for  education  than  the  ag- 
gressive promotion  of  some  hobby.  To 
unite  men  at  their  best  moments  regardless 
of  party,  clique  or  sect,  to  consider  each  of 
these  problems  as  concerning  the  children, 
and  not  primarily  job-holders  or  job- 
seekers, would  be  a superb  accomplishment 
of  parents’  clubs,  teachers’  associations, 
civic  organizations  and  of  this  Alliance. 
This  kind  of  effort  would  be  more  profitable 
to  New  Orleans  than  the  repeated  passing 
of  resolutions  or  the  heckling  of  the  school 
board  which  are  not  unknown  in  our  midst. 
The  present  effort  of  the  Public  School  Alli- 
ance by  inaugurating  a series  of  public  dis- 


14 


cussions  concerning  education,  if  these  dis- 
cussions are  to  be  conducted  ably,  fairly 
and  in  a thoroughgoing  constructive  spirit, 
will  meet  with  the  commendation  of  all 
good  citizens. 

David  Spence  Hill, 

Director 

Division  of  Educational  Research  of  the 
Public  Schools, 

New  Orleans,  La. 


PRE 


'ai.  Enrolment 


lSS  A 


seble-minded,  unfitted 
for  public  schools 


tSS  B 


jickward  children,  re- 
quiring special  class, 
within  public  schools 


ISS  C 

cceptionally  able  or 
gifted  children 

|SS  D 

I :orrigible,  habitually 
I vicious  children  

| 


i.  Apparently 
of  defective 
mentality 


2.  Apparently 
of  normal 
mentality 


s 


Defective 

vision 


2.  Deaf  and 


! 


co  «—  O 


Boys 

141 

354 

26 

34 

303 

445 

26 

248 

337 

Girls 

131 

357 

576 

3°7 

32 

642 

159 

35i 

Boys 

5 

2 

1 

1 

1 

2 

Girls 

3 

1 

1 

3 

Boys 

11 

21 

28 

37 

3 

46 

Girls 

3 

31 

20 

3 

51 

2 

30 

Boys 

2 

6 

2 

2 

Girls 

5 

1 

10 

4 

Boys 

7 

1 

6 

2 

. 

1 

Girls 

1 

Boys 

5 

12 

1 

3 

Girls 

1 

3 

1 

Boys 

3 

4 

33 

23 

n 

2 

Girls 

2 

10 

5 

13 

28 

4 

6 

Boys  i 

4 

19 

4 

2 

3 

F.  T.  Howard  No. 


OF  NEW  ORLEANS 


PRELIMINARY  CENSUS  OF  EXCEPTIONAL  CHILDREN,  elementary  public  schools 


^•K  hy. 


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